Learning in student-run clinics: a systematic review

Schutte, Tim; Tichelaar, Jelle; Dekker, Ramon S.; Agtmael, Michiel A. van; Vries, Th.P.G.M. de; Richir, Milan C.

doi:10.1111/medu.12625

Cited by 97 publications

(104 citation statements)

References 59 publications

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“…This is the first study to explicitly measure (intrinsic) motivation for participation in SRC projects using a validated quantitative method [7, 40–42]. We found intrinsic motivation to be high, especially on the Interest/enjoyment and Usefulness subscales, which we had anticipated given the characteristics of the project [23].…”

Section: Discussionmentioning

confidence: 92%

“…Such enrichment of responsibility (for patient care) is thought to be an important factor to improve the training of rational prescribing skills of medical students [6]. This combination of context/workplace learning, early clinical experience, and sense of responsibility has been described as learning by doing [7]. …”

Section: Introductionmentioning

confidence: 99%

“…The LC-SRC is a learner-centered project, as opposed to regular SRCs that primarily focus on providing (free) care [7]. In the LC-SRC students get the opportunity to train themselves in complex competencies such as patient communication, therapeutic reasoning, and prescribing in a real context.…”

Section: Introductionmentioning

confidence: 99%

“…In the LC-SRC students get the opportunity to train themselves in complex competencies such as patient communication, therapeutic reasoning, and prescribing in a real context. The LC-SRC concept and development is based on the conceptual framework of learning by doing, as an example within the more general experiential learning theory by Kolb [7, 9, 10]. Besides the experience itself, its timing and the attending responsibilities of the clinical experience are important.…”

Section: Introductionmentioning

confidence: 99%

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Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study

et al. 2017

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BackgroundThe Learner-Centered Student-run Clinic (LC-SRC) was designed to teach and train prescribing skills grounded in a real-life context, to provide students with early clinical experience and responsibility. The current studies’ theoretical framework was based on the Self-determination Theory. According to the Self-determination Theory, early involvement in clinical practice combined with a high level of responsibility makes the LC-SRC an environment that can stimulate intrinsic motivation. We investigated the different types of motivation and the proficiency in CanMEDS competencies of the participating students.MethodType of motivation was measured using the Academic Motivation Scale and Intrinsic Motivation Inventory. CanMEDS competencies were evaluated by faculty using a mini-clinical examination and by the students themselves using a post-participation questionnaire.ResultsThe 29 participating students were highly intrinsic motivated for this project on all subscales of the Intrinsic Motivation Inventory. Motivation for medical school on the Academic Motivation Scale was high before and was not significantly changed after participation. Students considered that their CanMEDS competencies “Collaborator”, “Communicator”, “Academic”, and “Medical expert” had improved. Their actual clinical team competence was judged by faculty to be at a junior doctor level.ConclusionStudents showed a high level of intrinsic motivation to participate in the LC-SRC and perceived an improvement in competence. Furthermore their actual clinical competence was at junior doctor level in all CanMEDS competencies. The stimulating characteristics of the LC-SRC, the high levels of intrinsic motivation and the qualitative comments of the students in this study makes the LC-SRC an attractive place for learning.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0856-9) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study

et al. 2017

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“…17,18 These studies have also shown that volunteering at an SRC improves students' attitudes toward IPC 4,10,15 and working with marginalized patients; 18 it also improves students' understanding of health disparities 15,16 and other HCP roles. 6,15,16,19 Furthermore, volunteering at an SRC is associated with self-reported improvement in inter-professional behaviour 20 and clinical reasoning skills. 10 One study investigated the PT student experience in a US pro bono clinic, a clinical setting similar to an SRC.…”

Section: Ré Sumémentioning

confidence: 99%

Student and Preceptor Experiences at an Inter-Professional Student-Run Clinic: A Physical Therapy Perspective

Passmore¹,

Persic²,

Countryman³

et al. 2016

Physiotherapy Canada

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Purpose: Student-run clinics (SRCs) provide a unique opportunity for inter-professional education; they prepare health care students for a collaborative future by enabling them to interact with other such students in a clinical setting focused on inter-professional learning and collaboration. Physical therapy (PT) students are increasingly being included in SRCs; however, most research on student experiences in SRCs has been carried out with medical students. This qualitative study explores the perceived benefits of the PT experience in an SRC through the lens of PT students and their preceptors. Method: A qualitative interpretive-descriptive approach consisting of face-to-face, semi-structured interviews was used. Interviews were audiotaped and transcribed verbatim. Data were analyzed using a constant comparative approach. Results: Seven PT students and eight preceptors who volunteered at the SRC between September 2013 and May 2015 participated in the study. Three themes emerged from the interviews: (1) exposure to marginalized patient populations, (2) learning through inter-professional interactions, and (3) experience with different patient care approaches. Conclusions: Participating in an SRC enhances PT students' understanding of their and other health care professionals' roles. Students gained an appreciation for the social determinants of health and improved their knowledge of inter-professional collaboration. The knowledge gained from this study has the potential to inform PT professional development, SRCs, and PT education.Key Words: inter-professional education; qualitative research; students. RÉ SUMÉObjectif : les cliniques dirigé es par des é tudiants offrent une occasion unique de formation interprofessionnelle ; elles pré parent les é tudiants en soins de santé à la collaboration en leur permettant d'interagir avec d'autres é tudiants dans un environnement clinique axé sur la collaboration et l'apprentissage interprofessionnels. Les é tudiants en physiothé rapie sont de plus en plus inclus dans ces cliniques ; cependant, la plupart des recherches portant sur les expé riences é tudiantes dans ce type de clinique ont é té mené es auprè s d'é tudiants en mé decine. Cette é tude qualitative examine les bienfaits perc¸us de l'expé rience vé cue par les é tudiants en physiothé rapie et leurs pré cepteurs en clinique dirigé e par des é tudiants. Mé thode : une approche qualitative interpré tative-descriptive comprenant des entrevues en personne semi-structuré es a é té utilisé e. Les entrevues ont é té enregistré es sur bande sonore et transcrites mot à mot. Les donné es ont é té analysé es au moyen d'une approche comparative constante. Ré sultats : sept é tudiants en physiothé rapie et huit pré cepteurs qui ont travaillé de maniè re bé né vole dans une clinique dirigé e par des é tudiants entre septembre 2013 et mai 2015 ont participé à l'é tude. Trois thè mes sont ressortis des entrevues : (1) l'exposition à des populations de patients marginalisé s, (2) l'apprentissage au moyen d'interactions i...

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How Should Academic Medical Centers Administer Students' “Domestic Global Health” Experiences?

Shah¹

2019

AMA Journal of Ethics

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Academic medical centers (AMCs) promote educational benefits to students of immersive global health experiences (GHE), both abroad and locally in low-resource settings. Within the United States, these opportunities are called domestic GHEs and often take place in studentrun indigent care clinics (SRCs) that serve vulnerable populations. Domestic GHEs offer perspectives on the health care system that are similar to those of GHEs. In both, AMCs must balance benefits to students and patients against the potential risks of inadequate supervision and mentorship. This article reviews the roles of AMCs in preparing students for domestic GHEs with a focus on SRCs. "Domestic Global Health" Academic medical centers (AMCs) promote educational benefits to students of immersive global health experiences (GHE), both abroad and locally in low-resource settings. 1,2,3,4 GHE participants are more likely to pursue careers in primary care and other areas of medicine that focus on the needs of vulnerable patients. 5 GHEs are also highly valued by trainees. 6,7 Within the United States, these opportunities-which are called domestic GHEs-often take place in student-run indigent care clinics (SRCs), serve immigrant and other vulnerable populations, and are staffed by attending physicians who supervise medical trainees, including preclinical students who tend to be responsible for clinic management and organization. SRCs are popular because they offer students opportunities to gain early clinical experience with serving patients from diverse backgrounds 8 and to be exposed to systems-based perspectives on social status, public benefits eligibility, and health care financing that influence individuals' and populations' health status in the United States. 9 However, AMCs must balance benefits to students and patients against potential risks of inadequate supervision and mentorship. This article first describes SRCs and relevant guidelines for GHEs. The article then explores AMCs' roles in preparing students for domestic GHEs with a focus on ethical questions arising in SRC care settings.

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Learning in student-run clinics: a systematic review

Cited by 97 publications

References 59 publications

Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study

Motivation and competence of participants in a learner-centered student-run clinic: an exploratory pilot study

Student and Preceptor Experiences at an Inter-Professional Student-Run Clinic: A Physical Therapy Perspective

How Should Academic Medical Centers Administer Students' “Domestic Global Health” Experiences?

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